The purpose of this study was to determine the current status of mathematics laboratories in secondary schools and to formulate guidelines for their further development. Based on questionnaires returned by 137 teachers and 51 state supervisors, the findings were organized into eight areas: teacher preparation, profile of the laboratory situation, initiating a laboratory, student activities, operating procedures, financial support, equipment and materials, and student evaluation. Included among the findings were that: preservice preparation of teachers did not include math laboratory activities; the mathematics laboratory was used most frequently at the seventh through tenth grade levels; the laboratory seemed most effective for the low achiever; the major source of financial support was the local school board; and computer time was generally not available. (Author/DT)